Brackney Dana E, Lane Susan Hayes, Dawson Tyia, Koontz Angie
Creat Nurs. 2017 Nov 1;23(4):255-265. doi: 10.1891/1078-4535.23.4.255.
This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates.
Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes.
Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt.
Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success.
Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.
本描述性实地研究考察了在一门顶点课程中用于评估护理学理学学士（BSN）高年级学生模拟情况的过程，讨论了与模拟评估相关的挑战，并报告了教师对学生表现的评估与注册护士全国委员会执照考试（NCLEX-RN）首次通过率之间的关系。
研究人员运用七个术语对BSN学生（n = 41，女性，年龄22 - 24岁）在高年级顶点模拟中的表现进行排名。教师评估与学生的NCLEX-RN成绩相关。
被评估为“缺乏信心”和“有缺陷”的学生首次通过NCLEX-RN的可能性较小。
教师对顶点模拟表现的评估为学生准备好承担注册护士角色提供了额外证据，教师评估与NCLEX-RN成功之间的关系证明了这一点。
模拟已被广泛接受为一种强大的教育工具，它也可能有助于验证学生是否达到课程成果以及是否准备好承担注册护士角色。
